EDUCATIONAL TECHNOLOGIES AND PEDAGOGICAL MEDIATION: IMPACTS OF MANAGEMENT AND DESIGN OF LEARNING ENVIRONMENTS ON THE QUALITY OF TEACHING

Abstract

This article discusses the relationships between educational technologies, pedagogical mediation, educational management, and the design of learning environments, considering their impacts on the quality of teaching in different educational contexts. It starts from the understanding that digital technologies, when incorporated into educational processes, do not act as neutral or merely instrumental elements, but as mediators of pedagogical practices, reorganizing times, spaces, languages, and forms of interaction. The investigation adopted a qualitative, bibliographical approach, analyzing academic productions that address digital culture, inclusion, teacher training, active methodologies, and teaching modalities such as Youth and Adult Education. The results show that the quality of technology-mediated teaching is directly associated with pedagogical intentionality, the teacher's role as a mediator, and the institutional conditions of management and planning. It is observed that learning environments designed with attention to accessibility, engagement, and student diversity favor more meaningful educational experiences, while fragmented uses of technologies tend to reproduce existing inequalities. The analysis also points out that educational management plays a strategic role in articulating policies, teacher training, and the organization of learning environments, influencing the effectiveness of technology-mediated pedagogical practices. It concludes that the articulation between pedagogical mediation, educational management, and the design of learning environments is a central element for technologies to effectively contribute to the quality of education, reinforcing the need for critical, integrated, and contextualized approaches in the educational field.